An assessment of phonological development in bilingual Yoruba-English toddlers in Lagos
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- NGN 5000
Background of the Study
Phonological development is a crucial aspect of early language acquisition, particularly among toddlers exposed to more than one language. In Lagos, Yoruba-English bilingual toddlers exhibit unique patterns of sound acquisition influenced by simultaneous exposure to distinct phonological systems (Adebayo, 2023). This dual exposure can accelerate certain aspects of phonological awareness, yet it may also introduce complexities such as interference between language-specific sound systems (Ogun, 2024). The interaction of environmental factors, caregiver language use, and community linguistic practices contributes to the variability observed in early phonological development. Contemporary research emphasizes the importance of context in shaping phonological skills and suggests that bilingual toddlers may develop enhanced phonemic discrimination when compared to monolingual peers (Balogun, 2025). Such developmental trajectories, however, require careful analysis to discern whether observed patterns are beneficial or indicative of underlying processing challenges. Given Lagos’s cosmopolitan environment and the coexistence of indigenous and global languages, investigating these patterns provides insights into bilingual cognitive development. The study aims to assess how dual language exposure impacts phonological milestones and to explore the environmental variables that mediate these outcomes, thereby offering a nuanced perspective on bilingual language acquisition.
Statement of the Problem
Bilingual toddlers in Lagos face unique challenges in acquiring the phonological systems of both Yoruba and English. Although dual language exposure is thought to enhance cognitive flexibility, it can also lead to confusion in sound system boundaries, potentially delaying the acquisition of clear phonological patterns (Adebayo, 2023). Teachers and caregivers sometimes struggle to identify whether irregular pronunciations are typical developmental variations or signs of interference between languages (Ogun, 2024). This ambiguity complicates early intervention efforts, as practitioners must distinguish between natural bilingual development and areas that require targeted support. The lack of comprehensive studies specifically addressing the phonological outcomes of Yoruba-English bilingualism in Lagos underscores the need for systematic investigation into the factors influencing these developmental trajectories (Balogun, 2025).
Objectives of the Study:
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To assess the phonological development patterns in Yoruba-English bilingual toddlers.
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To compare phonological features between Yoruba and English in early language acquisition.
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To examine environmental influences on phonological development in bilingual settings.
Research Questions:
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How do bilingual toddlers acquire phonological skills in Yoruba and English?
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What environmental factors affect phonological development in Lagos?
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What differences exist in the phonological patterns of the two languages?
Significance of the Study
This study will shed light on the intricate process of phonological development in bilingual toddlers, providing valuable data for early childhood educators and speech therapists. Its findings will inform intervention strategies and support the creation of curricula that cater to bilingual language development, ultimately contributing to improved linguistic and cognitive outcomes in Lagos (Adebayo, 2023; Ogun, 2024).
Scope and Limitations of the Study:
The study is limited to Yoruba-English bilingual toddlers in Lagos.
Definitions of Terms:
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Phonological development: The process of acquiring a language’s sound system.
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Bilingualism: The ability to use two languages proficiently.
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Toddlers: Young children in the early stages of language development, typically aged one to three years.
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